Belmont High Schoolbelmont.k12.ma.us/bhs/docs/courses/English.pdfUnderstanding and effectively using paragraph and essay structure Writing, developing, and supporting an argumentative

* Learn * Think * Create * Serve

Michael M. Harvey

Principal

Belmont High School

221 Concord Avenue

Belmont, Massachusetts 02478-3047

(617) 993-5900

FAX (617) 993-5909

Daniel E. Richards

Layne W. Millington

Assistant Principals

English Department Courses

• English 9 - Exposition and Coming of Age

• English 9 Honors - Exposition and Romance

• English 10 - The Tragedy, the Epic, and the Persuasive Essay

• English 10 Honors - The Tragedy, the Epic, and the Persuasive Essay

• English 11 - Reflections on the American Dream

• English 11 Honors - Reflections on the American Dream

• English 12

• English 12 Honors

• Advanced Placement - English Literature and Composition

• Advanced Composition and Grammar

• Advanced Composition and Grammar Honors

• Creative Writing

• English Skills Development

• Media Course

• Public Speaking - Debate

• Transitional English

Belmont High School Course Outline

Course Title: English 9: Exposition and Coming of Age

Course Number: Credits:

Course Type: Department:

110 5

Year English

Course Description:

This college-preparatory course concentrates on expository writing and the coming of age

theme in the four literary genres: the short story, the novel, the poem, and the play. Using

the writing process, students focus on developing their analytical writing skills through

frequent, text-based writing assignments. First quarter, students explore their summer

reading in depth, learn the basic skills of descriptive and analytical writing, and study

Cisneros’s The House on Mango Street. Students read and analyze short stories and a novel,

The Catcher in the Rye, during the second quarter. In the third quarter students study poetry

through in-class assignments and a major independent research and analysis project. The

study of Romeo and Juliet fourth quarter completes the year. Throughout the year, students

study vocabulary and grammar, and they will be expected to complete a variety of outside

reading assignments. Summer reading is required.

Resources:

The House on Mango Street by Sandra Cisneros; Lord of the Flies by William Golding; The

Catcher in the Rye by J.D. Salinger; collected contemporary poems; Romeo and Juliet by

William Shakespeare; Writing for Standardized Tests by Martin E. Lee; Rhythms of Writing by

Pamela Dykstra

Topics:

A. Literature:

� Read actively using the 6 Habits of Successful Readers

� Identify and explain literary devices such as archetypes, symbolism, allegory, and irony

� Identify and explain poetic devices such as figurative language and imagery

� Identify and analyze coming of age and loss of innocence themes

� Analyze character and plot development

B. Writing:

� Writing descriptively

� Understanding and effectively using paragraph and essay structure

� Writing, developing, and supporting an argumentative thesis statement

� Using a wide-ranging vocabulary

� Using pronouns correctly

� Writing complete sentences (avoiding fragments and run-ons)

Assessments:

Students in Freshman English will demonstrate their abilities to read and think critically through guided annotation; to communicate their critical thinking about literature and language through class discussion, short literary explications, and lengthier literary analyses; and to work as responsible citizens on both independent and collaborative assignments. (CT, EC, CZ) With support, they will be able to use all steps of the writing process, including prewriting, drafting, revising, editing and proofreading, and publishing. (CT, CS) They will focus on developing and supporting an argumentative thesis statement that explains a writer's choices. (CT) As part of the poetry project, students will be able to research responsibly and cite sources accurately. (RS) As effective communicators, they will demonstrate competency with the following grammar standards: using pronouns correctly, writing complete sentences, and punctuating quotations correctly. (EC)

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Course Title: English 9 Honors: Exposition and Romance



112 5

Year English

Course Description:

This honors course concentrates on expository writing and the coming of age theme in the four literary genres: the short story, the novel, the play, and the poem. This challenging

course requires considerable reading and frequent text-based expository writing assignments.

In the first quarter, students explore their summer reading in depth, focus intensively on

building their expository writing skills, and develop an understanding of the archetypes of

romance through short stories. In the second quarter, students study Great Expectations and

complete an on-line research project related to the Victorian period. In the third quarter,

students explore Shakespeare’s sonnets in preparation for their study of Romeo and Juliet.

The study of a modern novel and contemporary, multicultural poetry in fourth quarter

completes the year. Vocabulary and the mechanics of writing are also aspects of this

course. Summer reading is required.

Resources:

Kindred, by Octavia Butler; Lord of the Flies, by William Golding; Writing a Thesis Paper: A

Mini-Manual, by Belmont High School English Department; Romance: A World Apart, by W. T.

Jewkes; Great Expectations, by Charles Dickens; Romeo and Juliet, by William Shakespeare;

The Chosen, by Chaim Potok; The Catcher in the Rye, by J.D. Salinger; collected contemporary

poems; Writing for Standardized Tests, by Martin E. Lee; Rhythms of Writing, by Pamela

Dykstra

Topics:

A. How do I write a thesis-based multi-paragraph essay?

B. What is an archetype? What are the romance archetypes?

C. How and why do authors use literary devices?

D. How do authors develop characters?

E. How do authors develop and communicate themes?

F. How do I make and support inferences using textual evidence?

G. What are important differences between prose, poetry, and drama?

Assessments:

Students in Freshman English Honors will demonstrate their abilities to read and think critically through independent annotation; to communicate their critical thinking about literature and language through class discussion, reflective journal entries, student-led dialogue, and literary analyses; and to work as responsible citizens on both independent and collaborative assignments. (CT, CS, CZ) In writing, they be able to work both collaboratively and independently on the stages of the writing process, including prewriting, drafting, revising, editing and proofreading, and publishing. (CT, CS) They will focus on developing and supporting an argumentative thesis statement that explains a writer's choices or style. (CT, CS) As part of the poetry project and the study of Great Expectations, students will be able to research responsibly and cite sources accurately. (RS) As effective communicators, they will demonstrate competency with the following grammar standards: using pronouns correctly, writing complete sentences, and punctuating quotations correctly. (CS)



Course Title: English 10: The Tragedy, the Epic, and the Persuasive Essay



120 5

Year English

Course Description:

College-bound students continue their study of literary archetypes through ancient and

modern works of literature. After working with their required summer reading, students begin

their study of the tragic hero with the reading of Shakespeare’s Macbeth and Sophocles’

Antigone. Students also explore the hero of epic poetry while reading portions of Homer’s

Odyssey. Students will contrast the classic hero with the modern anti-hero. Another unit is

devoted to a portfolio essay-writing unit to develop skills in argumentation and persuasion,

accompanied by a library research unit and a nonfiction independent reading assignment.

Each grading quarter students independently read a work of fiction or non-fiction of their own

choosing. Writing assignments are based on the literature studied in class and on independent

reading. Students practice the various stages of the writing process, i.e., shaping a thesis,

developing and documenting it with appropriate material, and revising and editing successive

drafts. Vocabulary development, MCAS preparation, grammar, journal writing, and literary

analysis are integral parts of the curriculum. This course also emphasizes the development of

sound study and organizational skills. Summer reading is required.

Resources:

Early Autumn, Slaughterhouse-Five; Antigone, Macbeth, The Odyssey, Aristotle's Poetics,

various Greek myths, and Grammar and Writing for Standardized Tests, published by Sadlier-

Oxford

Topics:

A. How does character determine the outcome of events?

B. What are the roles of fate, circumstance, reasons, emotions, other people, and cultural

expectations in shaping plot, character, and theme in literature?

C. How do we know how to make good decisions?

D. What is the relationship between form and content?

E. How do effective writers hook and hold their readers?

F. What makes writing clear and convincing?

G. How do I write an effective argumentative essay?

Assessments:

Students will demonstrate their ability to insightfully read and analyze literature as well as

their ability to research and analyze a contemporary political or social issue. (CT, RS) Literary

analysis essays, performances, speeches, debates, persuasive essays, quizzes and exams will

provide students opportunities to demonstrate these abilities. (CT, RS, EC)



Course Title: English 10 Honors: The Tragedy, the Epic, and the Persuasive Essay



122 5

Year English

Course Description:

The literature program of this honors course examines the theme of the moral consequences

of human action. Students explore this theme by reading a range of literature, including the

epic, tragedy, contemporary fiction, short stories, poetry, and selected myths from different

cultures. After working with their required summer reading, students begin their study of the

hero in literature with Shakespeare’s Macbeth and Sophocles’ Antigone. They continue their

exploration of the hero in epic poetry while reading Homer’s Odyssey. Students will contrast

the classic hero with the modern anti-hero. Each grading quarter, students also independently

read a work of fiction or non-fiction of their own choosing. Through process writing, students

develop skills in both personal and expository writing, although the emphasis is on learning to

write clear and focused analytical essays. Another unit is devoted to a portfolio essay-writing

unit to develop skills in argumentation and persuasion, accompanied by a library research unit

and a nonfiction independent reading assignment. Vocabulary development, grammar, journal

writing, and literary analysis are a regular part of this course. MCAS preparation is included.

Summer reading is required.

Resources:

Things Fall Apart, Slaughterhouse-Five; Antigone, Macbeth, The Odyssey, Aristotle's Poetics,

various Greek myths, and Grammar and Writing for Standardized Tests, published by Sadlier-

Oxford.

Topics:

A. How does character determine the outcome of events?

B. What are the roles of fate, circumstance, reasons, emotions, other people, cultural

expectations in shaping plot, character, and theme in literature?

C. How do we know how to make good decisions?

D. What is the relationship between form and content?

E. How do effective writers hook and hold their readers?

F. What makes writing clear and convincing?

G. How do I write an effective argumentative essay?

Assessments:

Students will demonstrate their ability to insightfully read and analyze literature as well as

their ability to research and analyze a contemporary political or social issue. (CT, RS) Literary

analysis essays, performances, speeches, debates, persuasive essays, quizzes and exams will

provide students opportunities to demonstrate these abilities. (CT, RS, EC, CZ)



Course Title: English 11: Reflections on the American Dream



130 5

Year English

Course Description:

The focus of this college-preparatory course is the study of American literature with special

emphasis on Thoreau, Emerson, Twain, Chopin, Fitzgerald, and contemporary authors and

poets. The authors read enable students to understand the imagery and recurring themes that

define American literature. Students continue to refine their writing style through literary-

based analytical and reflective essays, journals, narratives, and personal responses

emphasizing the development and support of a thesis statement. Students practice for the

PSAT and SAT.

Resources:

Adventures in American Literature, Heritage Edition Revised (1985); The Adventures of

Huckleberry Finn by Mark Twain; The Great Gatsby by F. Scott Fitzgerald; The Awakening by

Kate Chopin; Their Eyes Were Watching God by Zora Neale Hurston; Sula by Toni Morrison;

Death of a Salesman by Arthur Miller; Master the New SAT; Practicing for Standardized Tests;

Rhythms of Writing by Pamela Dykstra

Topics:

A. “What does it mean to be an American?” “How do we define an American voice?” “Are

there typical American qualities?” “Is there an American hero?” “What are American

values?” “Who am I and how do I fit into America and its culture and values?”

B. What are the general trends in American literature from the Puritan era to the

contemporary period?

C. How do authors use literature to make social commentary on issues such as race, class,

gender, ethnicity, sexual orientation, and religion?

D. How do authors use irony and satire?

E. What is the importance of understanding audience and purpose in a piece of writing?

F. How do writers develop arguments about literature using logic, authorial credibility, and

emotional appeals?

G. How do writers improve style by using more complex and varied sentences, avoiding the

passive voice and redundancy, incorporating appropriate and thoughtful diction, and

using parallel structure?

Assessments:

� Students will demonstrate their ability to analyze literary texts and write using standard

written English in an essay comparing and contrasting at least two writers’ perspectives

on American values and/or identity. (CT, CS)

� Students will demonstrate their ability to explicate an American poem in an essay using

standard written English. (CT, CS)

� Students will demonstrate their ability to analyze and evaluate arguments about a

literary text by writing a literary thesis about a controversial novel related to the

American experience. (CT, CS, RS)

� Students will demonstrate an understanding of audience, purpose, and personal voice by

writing a personal narrative that reflects on their own identity and experience. (CT, CS)



Course Title: English 11 Honors: Reflections on the American Dream



132 5

Year English

Course Description:

This honors course is an intensive study of American Literature and American literary

history. The course is organized chronologically with an emphasis on recurring themes.

Students explore how writers have defined the American experience and how their visions of

America and Americans have evolved. Course readings will be drawn from the works of

Thoreau, Emerson, Hawthorne, Melville, Whitman, Dickinson, Twain, Crane, Chopin, Fitzgerald,

Hemingway, Hurston, Miller, and Morrison.

Students write frequent expository essays, short analyses of poems or passages, and

personal, reflective pieces. Students integrate ideas from literary criticism into their essays

and eventually select their senior thesis topics. Students are expected to participate in class

discussions. Some SAT preparation work is built into the curriculum.

Resources:

Thoreau's Walden, Thoreau's "Civil Disobedience," Emerson's "Self-Reliance," Whitman's Leaves of Grass, Hawthorne's The

Scarlet Letter, Dickinson's poetry, Twain's The Adventures of Huckleberry Finn, Crane's Maggie, Chopin's The Awakening,

Hurston's Their Eyes Were Watching God, Fitzgerald's The Great Gatsby, Hemingway's A Farewell to Arms, Miller's Death of a

Salesman, and Morrison's Sula.

Topics:

A. “What does it mean to be an American?” “How do we define an American voice?” “Are

there typical American qualities?” “Is there an American hero?” “What are American

values?” “Who am I and how do I fit into America and its culture and values?”

B. What are the general trends in American literature from the Puritan era to the

contemporary period?

C. How do authors use literature to make social commentary on issues such as race, class,

gender, ethnicity, sexual orientation, and religion?

D. How do authors use irony and satire?

E. What is the importance of understanding audience and purpose in a piece of writing?

F. How do writers develop arguments about literature using logic, authorial credibility, and

emotional appeals?

G. How do writers improve style by using more complex and varied sentences, avoiding the

passive voice and redundancy, incorporating appropriate and thoughtful diction, and

using parallel structure?

Assessments:

� Students will demonstrate their ability to analyze literary texts and write using standard

written English synthesizing texts containing multiple perspectives on American values,

diversity, and/or identity. (CT, EC)

� Students will demonstrate their ability to explicate an American poem in an essay using

standard written English. (CT, EC)

� Students will demonstrate their ability to research, analyze, and evaluate arguments

about a literary text by writing a literary thesis about a controversial novel related to the

American experience. (CT, RS)

� Students will demonstrate an understanding of audience, purpose, and personal voice by

writing a personal narrative that reflects on their own identity and experience. (CT, EC,

CZ)



Course Title: English 12



140 6

Year English

Course Description:

This college-preparatory course is intended as a culmination of students' previous training in

writing, reading, speaking and analyzing. Students are expected to read each night for the

course, to work on their senior thesis research, and to develop critical thinking skills. Selected

texts include a wide variety of both British and Western literature in the three major genres:

fiction, poetry, and drama. Throughout the year students will be guided through the process

of reading, researching, organizing and writing a senior thesis. Summer reading is required for

the course and for the senior thesis.

Resources:

The Things They Carried by Tim O'Brien; Oedipus by Sophocles; Hamlet by William

Shakespeare; Adventures in English Literature Heritage Edition; Pygmalion by George Bernard

Shaw; A Guide to MLA Documentation by Joseph F. Trimmer

Topics:

A. An examination of such themes as: self-identity, fate, seeing v. blindness, morality v.

corruption, revenge, class, and parent/child relationships.

B. Close, analytical reading of texts: to include short excerpts of prose, single poems,

paired poems with a focus on the writing techniques used therein.

C. Tragedy: to include focus on elements like the tragic hero, dramatic plot structure, and

other aspects of the Aristotelian model, as well as an investigation of how Shakespeare

responds to Aristotle's model.

D. Fiction: to include focus on elements like point of view, methods of characterization,

narrative structure, and tone.

E. Poetry: to include focus on elements like rhyme, meter, figurative language,

pattern/structure, connotation, and tone

F. Research: to include focus on using libraries, including electronic resources such as the

MLA index, to conduct research on literary topics.

G. Writing a Research Paper: to include focus on developing an original argument,

incorporating secondary sources, and documenting sources properly using MLA format.

H. The College Essay: to include focus on the qualities that make a strong college

admissions essay.

Assessments:

Students demonstrate their reading, writing, and research skills in a series of short thesis papers that lead to the final Senior Thesis paper. (CT, CZ) They demonstrate their knowledge

of the various elements in each genre and their ability to analyze class readings in tests

requiring in-class written responses to selected passages or key themes. (CT, EC) Students

work as responsible citizens collaborating on small group presentations related to a course text

and/or theme. (EC, CZ) They complete all stages of the writing process, from brainstorming to

final editing, to produce a polished college essay. (CT, RS)



Course Title: English 12 Honors



144 6

Year English

Course Description:

English 12 Honors explores fiction, poetry, and drama, with an emphasis on experiments in

these genres. The course will enhance student’s reading, writing, and analytical skills. Works

may include texts by Shakespeare, Wilde, Sophocles, Woolf, James, and Faulkner, as well as

poetry from Chaucer to the present. Students will use advanced research strategies to

synthesize primary and secondary sources in completing a senior thesis project. Summer

reading is required for the course and for the senior thesis.

Resources:

Perrine's Literature: Structure, Sound, and Sense: Shakespeare: Hamlet, As You Like It, A

Midsummer Night's Dream, or Twelfth Night; Wilde: The Importance of Being Earnest;

Faulkner: Light In August or The Sound and the Fury; Woolf: Mrs. Dalloway; James: Daisy

Miller

Topics:

A. Critical Theory: to include literary lenses such as New Criticism, Deconstruction,

Mythical/Archetypal Criticism, Feminist and Gender Criticism

B. Close, analytical reading of texts: to include short excerpts of prose, single poems,

paired poems with a focus on the writing techniques used therein

C. Comedy: to include focus on elements like wit and humor, satire, the "green world,"

destabilization of and restoration of the social order

D. Tragedy: to include focus on elements like the tragic hero, dramatic plot structure, and

other aspects of the Aristotelian model, as well as an investigation of how Shakespeare

responds to Aristotle's model

E. Fiction: to include focus on elements like point of view, methods of characterization,

narrative structure, and tone.

F. Poetry: to include focus on elements featured in Perrine's Sound and Sense anthology

like rhyme, meter, figurative language, pattern/structure, connotation, and tone

G. Research: to include focus on using libraries, including electronic resources such as the

MLA index, to conduct research on literary topics.

H. Writing a Research Paper: to include focus on developing an original argument,

incorporating secondary sources, and documenting sources properly using MLA format.

I. The College Essay: to include focus on the qualities that make a strong college

admissions essay.

Assessments:

Students demonstrate their reading, writing, and research skills in a series of short thesis

papers applying various critical theories that lead to the final Senior Thesis paper. (CT, RS)

They demonstrate their knowledge of the various elements in each genre and their ability to

analyze class readings in tests requiring in-class written responses to selected passages or key

themes. (CT) Students work as responsible citizens collaborating on small group presentations

related to a course text and/or theme. (EC, CZ) They complete all stages of the writing

process, from brainstorming to final editing, to produce a polished college essay. (CT, RS)



Course Title: Advanced Placement: English Literature and Composition



148 6

Year English

Course Description:

This AP course is intended as a culmination of students' previous training in writing, reading, speaking and analyzing. The literature selections emphasize, but are not limited to, the

development of British and Western prose and poetry. This course examines literary theories

and involves close textual analysis through regular in-class timed writings. Special emphasis is

placed on the reading comprehension and writing skills necessary for the College Board's

Advanced Placement Literature and Composition test offered each May. Students who do not

take the AP exam will receive only honors credit on their transcript for this course. A senior

thesis will be completed in April. Summer reading is required for the course and for the senior

thesis.

Resources:

Texts may include the following: The Things They Carried by Tim O'Brien; The Importance of Being Earnest by Oscar Wilde;

Twelfth Night by William Shakespeare; As You Like It by William Shakespeare; Oedipus by Sophocles; Hamlet by William

Shakespeare; Heart of Darkness by Joseph Conrad; The Sound and the Fury by William Faulkner; Mrs. Dalloway by Virginia

Woolf; Frankenstein by Mary Shelley; Rosencrantz and Guildenstern are Dead by Tom Stoppard; and selected poetry from

Perrine's Sound and Sense anthology and other sources

Topics:

A. Critical Theory: to include literary lenses such as New Criticism, Deconstruction, Mythical/Archetypal Criticism,

Feminist and Gender Criticism B. Close, analytical reading of texts: to include short excerpts of prose, single poems, paired poems with a focus on the

writing techniques used therein C. Comedy: to include focus on elements like wit and humor, satire, the "green world," destabilization of and restoration

of the social order D. Tragedy: to include focus on elements like the tragic hero, dramatic plot structure, and other aspects of the

Aristotelian model, as well as an investigation of how Shakespeare responds to Aristotle's model E. The Novel: to include focus on elements like point of view, methods of characterization, narrative structure, and tone

F. Poetry: to include focus on elements featured in Perrine's Sound and Sense anthology like rhyme, meter, figurative

language, pattern/structure, connotation, and tone G. Research: to include focus on using libraries, including electronic resources such as the MLA index, to conduct

research on literary topics. H. Writing a Research Paper: to include focus on developing an original argument, incorporating secondary sources, and

documenting sources properly using MLA format. I. The College Essay: to include focus on the qualities that make a strong college admissions essay.

J. AP Exam Preparation: to include activities patterned after those on the College Board exam

Assessments:

Students will demonstrate the ability to do close reading and then brainstorm and write a

timed essay on that reading within the parameters set up by the AP exam. (CT, CS) They will

demonstrate the ability to independently plan and produce a carefully written, argumentative

essay about a single work of literature as well as about multiple works, including the use of

secondary sources. (CT, CS, RS) They will also practice other forms of writing, including the

personal essay and short reactions to literature. (CT, CS) Students are expected to take the

AP exam in the spring.



Course Title: Advanced Composition and Grammar



156 2.5

Semester English

Course Description:

This course offers a study of such topics as grammar and usage, sentence parts and

structures, sentence and paragraph errors and improvements, mechanics, and word choice.

This course assists students to improve their editing and revising skills. Students also have

opportunities to practice for the verbal/writing portions of the SAT.

Resources:

Rhythms of Writing by Pamela Dykstra

English Writing and Skills by Holt, Rhinehart and Winston

Grammar and Writing for Standardized Tests published by Sadlier-Oxford

The Official SAT Study Guide published by College Board.

Topics:

A. Parts of Speech

B. Writing Sentences: Writing Core Sentences, Writing with Verbs, Writing with Irregular

Verbs, Maintaining Agreement and Consistency, Checking for Misplaced And Dangling

Modifiers, Using Coordinating Conjunctions & Conjunctive Adverbs, Checking for Active

vs. Passive Voice

C. Achieving Sentence Variety: Writing with Subordinating Conjunctions, Adjectives &

Adverbs, Prepositional Phrases, Relative Clauses, Appositives, –ing Verb Forms, –ed

Additions, and Parallelism

D. Usage and Mechanics: Diction, Agreement, Pronoun case, Apostrophes, and Punctuation

E. Drafting, Revising, and Editing Paragraphs and Short Essays

F. Standardized Testing

Assessments:

Students will demonstrate an ability to identify parts of speech and parts of a sentence, write

varied types of sentences, and edit for correctness and clarity. (CT) Longer pieces of writing

will demonstrate an ability to organize, generate, and control standard written English for

audience and purpose. (CS) Students will demonstrate improved performance on items typical

to the writing portion of the SAT. (CT, CS)



Course Title: Advanced Composition and Grammar Honors



157 2.5

Semester English

Course Description:

This course offers an intensive study of such topics as grammar and usage, sentence parts

and structures, sentence and paragraph errors and improvements, mechanics, and word

choice. This course assists students to develop advanced editing and revising skills. Students

also have opportunities to practice for the Critical Reading and the Writing portions of the

SAT.

Resources:

Elements of Style by William Strunk, Jr., and E.B.White

English Writing and Skills by Holt, Rinehart and Winston

Grammar and Writing for Standardized Tests, published by Sadlier-Oxford

The Official SAT Study Guide published by College Board

Topics:

A. Parts of Speech and Parts of the Sentence

B. Clauses and Phrases

C. Writing Sentences

Writing with regular and irregular verbs

Maintaining agreement and consistency

Checking modifiers

Using coordinating conjunctions

Checking for active and passive voice

D. Sentence Variety

Writing with subordinating conjunctions and relative clauses

Writing with adjectives and adverbs

Writing with prepositional phrases, appositives

Using gerunds and participles

Using parallelism

E. Easily confused words

F. Diction & Clarity

G. Principles of Composition

H. Voice and Style

I. Critical reading strategies

Analyzing text structures and organization

Annotating text

Assessments:

Students will demonstrate an ability to identify parts of speech and parts of a sentence, write

varied types of sentences, and edit for correctness and clarity. (CT) Longer pieces of writing

will demonstrate an ability to organize, generate, and control standard written English for

audience and purpose. (CS) Students will demonstrate improved performance on items typical

to the SAT Critical Reading and Writing tests. (CT)



Course Title: Creative Writing



151 2.5

Semester English

Course Description:

This course provides interested students with the opportunity to develop their writing skills

in four areas: the personal essay, the short story, the play and the poem. Students examine

examples of these forms of writing, work with a writing teacher in a workshop setting, and

create materials suitable for submission to publications, contests, and college admission

offices. Students completing this course prepare a final portfolio demonstrating growth and

performance as writers. Students who wish to elect this course for a second time may do so

only with the permission of the Director of English.

Resources:

Creative Writer's Handbook, 4th edition, by Philip K. Jason and Allan B. Lefcowitz; Poetry by such authors as Maya Angelou,

Edgar Allan Poe, Wislawa Szymborska, and e.e. Cummings; Short Stories by such authors as Flannery O'Connor, Edgar Allan

Poe, Joyce Carol Oates, Ernest Hemingway, Shirley Jackson; Personal essays by such authors as Amy Tan, Flannery

O'Connor, Martin Luther King, Jr.; Opal Palmer Adisa; Excerpts from such plays as Death of a Salesman, A Doll's House, and

Shakespeare's comedies and tragedies

Topics:

A. Introduction to the creative process *clarify the connections between literary traditions, reading and writing *review the stages of the writing process *introduce students to basic vocabulary and concepts for writing in different genres B. Writing Poetry; What is poetry? *read and discuss different types of poetry *learn about the elements of poetry *students express their own ideas through poetry C. Writing Fiction; How is nonfiction different from other genres? *read and discuss various short stories *learn about elements of the short story *students express their own ideas through the short story D. Writing Plays: How are plays different from other genres? *read and discuss various excerpts from plays *learn about elements of play writing *students express their own ideas through scenes and short plays E. Writing Nonfiction; How can nonfiction be creative? *read and discuss various personal essays, letters, memoir and poetry *learn what distinguishes nonfiction from the short story *students express their own ideas through nonfiction

Assessments:

Students will be assessed on their ability to write in a variety of forms and genre. (CT)

Evidence of completed work in journals, maintenance of a writing folder with works in

progress, conferences with the teacher, participation in workshops, and completion of a final

portfolio of work will document students' progress and growth as writers. (CT, EC, CZ)



Course Title: English Skills Development



175 1

Semester English

Course Description:

This course focuses on reading comprehension, writing, and test taking skills. The reading

and writing skills developed and refined in this course are useful in various other classes and

are necessary for success on the Grade 10 MCAS English test. All instruction is based on

diagnostic assessment of students’ needs and will be consistent with the Massachusetts English

Language Arts Framework. Students will not enroll in this course on their own. They will be

placed in this course by the English Director based on MCAS ELA scores of Failing or Needs

Improvement.

Resources:

Aim Higher! English Skills for Assessment MCAS English Language Arts Coach The Rhythms of Writing by Pamela Dykstra; Selections from past MCAS tests; selections of nonfiction, short stories, and

poetry

Topics:

A. Reading

� Actively read texts (fiction, nonfiction, drama, and poetry) for comprehension using

reading strategies

� Identify and summarize the main idea in a text

� Decode vocabulary using context clues

� Identify and define genres, literary devices and writer's techniques

B. Writing

� Understand and effectively use paragraph and essay structure

� Organize, develop, and support a literary thesis statement in response to a prompt

� Understand and apply the writing process to the essay

� Review standard English conventions-- sentence structure, grammar and usage, and

mechanics

C. Test Taking

� Learn and apply multiple choice test taking strategies to practice tests

� Analyze an essay prompt

� Practice previewing and reviewing reading selections (especially the techniques of

skimming and scanning)

Assessments:

Students will apply the reading skills learned in class when reading various selections of

fiction, nonfiction, poetry, and drama. (CT, CS) They will demonstrate their understanding of

texts by explaining, writing open response answers to, and answering questions about the

main idea, theme, author's purpose, style, and literary devices used in various passages. (CT,

CS) In writing, students will be able to write a fully developed paragraph that uses supporting

details (CT, CS)



Course Title: Media



575 5

Year English

Course Description:

The focus of this course is two-fold. 1) to study multi-media and its effects on our lives,

and 2) to learn to produce media. Students who elect to enroll in this fun and fast-paced

elective will enjoy exposure to state-of-the-art television, computer, and multi-media

equipment. Through interesting and thought-provoking assignments, students will learn about

the psychology of media and communications, the influence of media in society, and transfer

that knowledge in the form of a video production projects. They will analyze television, web,

and print advertisements in order to discover the role media plays in their social, economic and

political lives. Assignments will range from writing and creating public service announcements,

to producing television commercials, to team producing television programs for air on our own

local access educational channel. Active class participation is mandatory as students should be

prepared to perform both in front of and behind the cameras. For classroom assignments

students will record and videotape some programs after-school and during the weekends, as

well as complete written homework and papers. Upon completion of this course students will

have developed a basic understanding of media, advertising, writing for media, and technical

skills essential to media production. Enrollment preference is given to juniors and seniors.

Resources:

Kyker, Keith. Television Production: A Classroom Approach. Westport, CT: Libraries Unlimited,

2004.

Topics:

� How does mass media influence society socially, politically, and economically?

� Why are some media formats better suited to particular messages?

� How must writing style and format be adapted for television and other forms of media production?

� What techniques are used to tell a story in video or pictures without words?

� How is video produced both in the studio and out in the field?

Assessments:

Students will analyze media messages in multiple formats and present their findings both orally and in writing (CT, CS); they will also write scripts and develop storyboards for a number of different video projects including advertisements, public service announcements, news segments, documentaries, and short films. (CT, CS, CZ) They will work in teams to produce these various projects both in the Belmont Media Center studio and out in the field. (CT, CS, CZ)



Course Title: Public Speaking/Debate



154 2.5

Semester English

Course Description:

Public Speaking/Debate is a one semester course designed to help students become

comfortable speakers before audiences as well as adept oral communicators and debaters.

The course is open to everyone--from those with stage fright to those who want to polish their

speaking skills. The course is good preparation for college interviewing. Students learn the

strategy of logical argument and develop such speaking skills as poise and diction. Students

learn to prepare speeches and to speak "on their feet." Videotaping of performances is an

integral part of the course, as are self and peer evaluation.

Resources:

Vital Speeches of the Day (periodical)

class handouts

Topics:

A. Which vocal skills are important to speaking effectively?

B. Which non-verbal skills are important to speaking effectively?

C. How do I deliver a demonstration speech?

D. What role do appeals have in persuasion?

E. How can I argue logically, without fallacies?

F. How do I deliver a persuasive speech?

G. What are the important issues to consider when speaking without much preparation?

H. How do I deliver an impromptu speech?

I. What are the important skills of debating?

J. How do I cross-examine an opponent and refute his/her arguments in a formal debate?

Assessments:

Students will be assessed on their improvement and overall performance in verbal and non-

verbal speaking skills in a variety of speaking situations. (CS) Students will be assessed on

their ability to analyze and evaluate their own and their peers' performances through written

evaluations of speeches and debates. (CT, CS) Students will be assessed on their consistent

participation in preparation and in performances. (CS, CZ)



Course Title: Transitional English



150 5

Year English

Course Description:

Transitional English is a full-year course for English language learners who are ready to study advanced language skills and writing techniques, which will prepare them for regular

English courses. Emphasis is placed on reading and discussing works of fiction and developing

formal writing and oral presentation skills. Vocabulary and grammar is reviewed throughout.

When students demonstrate English proficiency, they will have the opportunity to move into an

appropriate required English course.

Resources:

Grammar in Use, Beginner and Intermediate, by Ronald Murphy

Rhythms of Writing, by Pamela Dykstra

Tuck Everlasting, by Natalie Babbitt

Othello, by William Shakespeare

The Old Man and the Sea, by Ernest Hemmingway

Nonfiction articles selected for students’ research topics

Additional short stories and poetry selections

Topics:

A. How do literary devices, aspects of character development and elements of a writer’s

style and technique enhance a text?

B. How do successful readers use pre-reading, reading and reflection strategies,

including identification of word meanings in context?

C. What are the steps and standards of research, such as information collection and

organization, evaluation of websites for credibility, and correct MLA citation for

documents used?

D. What are the conventions of persuasive, expository, and reflective writing?

E. In what ways is it possible to vary the sentence structure of English and how can these

variations enhance writing?

F. How should a formal, oral presentation be structured and delivered?

G. What words and expressions are formal vs. informal?

H. What are the conventions of English grammar?

Assessments:

Students demonstrate collection and evaluation of data as well as the ability to draw

conclusions by write expository and persuasive essays on literary devices and character

development in works such as Tuck Everlasting, Othello and The Old Man in the Sea. (CT,

RS, CS)

Students will use technology to obtain, organize and communicate information for oral

presentations of research projects related to course content. (RS)

Students demonstrate comprehension and synthesis of content area materials on reading

comprehension tests. (CT)

Students will demonstrate communicative skills in standard English by completing class work

on sentence structure and grammar and applying those structures in subsequent writing

assignments. (CS)

Students demonstrate understanding and production of formal and informal English through

conversational activities. (CS)


Documents

Belmont High Schoolbelmont.k12.ma.us/bhs/docs/courses/English.pdfUnderstanding and effectively using paragraph and essay structure Writing, developing, and supporting an argumentative